Lesson 3: International Food Cultures
4 50 minute class periods
This four day lesson will aim to have students learn what food culture is and to explore facts about food, health, and culture in a specific country. Students will be assigned to create a visual presentation of what they find using web based tools. The first day of the lesson will focus on what food culture is how culture can be displayed through what a family eats in a week. The remaining three classes will be dedicated to students working in groups to create and present a collage of images and facts about the food culture of another country. During the second class, students will research their country with their groups and complete a graphic organizer. The third class will be dedicated to compiling information in a collage using an online tool, and the last day will feature student presentations of their country collage.
All four days will incorporate a web based tool that can be used to create visual representations of information. The goal of incorporating such media into the lesson is aligned with the AASL Standard 3.1.4 to "Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess."
Students will be assessed based on their completion of assignments each day (drawing on their family food, graphic organizer, final slideshow, final presentation).
Day 1
Grade: 7
Materials
Class notebooks
Post-it notes Technology:
Computer projector to show slideshow
imagechef website (http://www.imagechef.com/)
Standard
MSCS7.A.14.c. Compare healthy eating plans from other cultures
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
Anticipatory Set
(Introduction to Lesson)
5 minutes:
At the beginning of the class, the teacher should write the five vocabulary words on the board. The teacher will ask students to raise their hand and say what one of the words could mean in reference to food. The teacher will then write the definitions up on the board, and explain that these are words the class will focus on this week. The teacher will pass out 3 sticky notes to each students. The teacher will explain the slideshow that will be shown and instruct students to brainstorm words that are related to the vocabulary as they watch the slideshow.
Students will define “food culture.”
Students will be introduced to how concepts of food culture can be displayed in visual ways.
Students will identify aspects of their own food culture.
Students will be introduced to the following vocabulary associated with food culture:
culture
food culture
values
beliefs
perceptions
food insecurity
Guided Practice
15 minutes:
The teacher will show the slideshow and ask students to write down words they think describes what they see in the pictures. http://www.time.com/time/photogallery/0,29307,1626519,00.html
At the end of the slideshow, students will go to the front of the classroom and put their post it notes up on the board.
10 minutes:
The teacher will read out the different words on the board and then moderate discussion about what they saw in the slideshow pictures. Guiding discussion questions include:
What word did you post on the board and why?
What did the images show?
How were the different images similar? Different?
What was unusual or surprising to you in the pictures?
What did you see in the pictures that shows culture of a group?
Why might different people be insecure about their food?
What can pictures teach us about culture and food?
Students should be encouraged to more words down during the discussion and add them to the board afterwards. As the discussion takes place, the teacher will type the words posted on the board. At the end of the discussion, the teacher will explain that over the next few classes, they will be creating visual representations of different food cultures, which will culminate in groups making posters about food culture in the U.S. and other countries.. The teacher will explain that today’s class will be focused on understanding what a food culture is and for students to recognize aspects of their own food culture.
5 minutes:
The teacher will then bring up www.imagechef.com on a projector screen and show how to copy words into the site to create a wordcloud. The teacher will save the wordcloud image and explain that this is one way to show an idea visually. The teacher will also show an example of a final PiZap collage and tell students that they will be creating a product like this.
Example of wordcloud: http://cdn-img1.imagechef.com/w/121118/7379a74a1e081cb5.gif
10 minutes:
With paper and colored pencils, students draw a version of what their family eats in a week. They can add words, pictures, and descriptions to their drawing.
Assessment/Activities
Students will hand in a picture of their family's food for the week.
Closure/Wrap-up (e.g. pair-share, exit ticket, write in journal)
Exit journal: Write one things that surprised you from the slideshow.
Day 2
Grade: 7
Materials
Notebooks
Printer
Markers
Paper
Encyclopedias (backup) Technology:
piZap website
imagechef website
Computers – 1 per student
Internet access
Computer projector
Printer
Standard
MSCS7.A.14.c. Compare healthy eating plans from other cultures
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
Anticipatory Set (Introduction to Lesson)
5 minutes:
As students enter the room, they will be handed a slip of paper that has a country on it. The will sit in groups based on their country. Each group will have 3-5 students. Countries should span various continents and one country should be the U.S.
The teacher will explain that for the next few classes, students will be working in groups to create a collage of images and facts about their country. The teacher will explain that today's class will be focused on gathering facts about their countries on the internet.
The teacher will show an example of a collage: Country Collage Example
Students will begin to research facts about food and culture in an assigned country.
Students will be introduced to the following vocabulary associated with food trends in various countries:
undernourished
subsistence
processed food
packaged foods
Guided Practice
15 minutes:
The teacher should write the vocabulary words up on the board. The teacher will ask students to name different reasons why a group of people make not have a healthy lifestyle. This should draw on what they learned in previous lessons. The teacher should guide the discussion to talk about how income, lifestyle, and location can affect the types of foods people eat.
Graphic organizers will then be passed out and students will be instructed to break up who will complete which sections of the organizer in their group.
The teacher will point out that the graphic organizer will serve as a rubric for the presentations, and that group members should split up who will research and present each topic and how their collage represents what they found.
Students should have completed one graphic organizer for their group.
Teachers will collect graphic organizers at the end of the class period.
Closure/Wrap-up (e.g. pair-share, exit ticket, write in journal)
5 minutes:
Each group shares one fact they learned about their country’s food culture
Day 3
Grade: 7
Materials
Notebooks
Printer
Markers
Paper
Magazines (backup) Technology:
piZap website
imagechef website
Computers – 1 per student
Internet access
Computer projector
Printer
Standard
MSCS7.A.14.c. Compare healthy eating plans from other cultures
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
Anticipatory Set
(Introduction to Lesson)
5 minutes:
Teacher will explain that today, students will be creating the collages in PiZap to make a visual representation about their country.
The teacher will show an example of a finished collage showing how both words and images can be displayed.
Students will identify aspects of their own food culture through images and words.
Students will use google search to find images that represent their food culture.
Students will create a visual representation of their food culture by using a web based collage tool.
Guided Practice
10 minutes:
Teacher will explain that students will be using google images to search today and give a brief demonstration of how to search for images and save them in a folder on the computer. The teacher will then give a brief demo of PiZap. The teacher will open PiZap on the projector screen and show students how to select “collage,” and how to select the template they want. The teacher will then show how to upload a picture and add text to the collage.
30 minutes:
Students will upload their images and add words. When they are finished, they should save their collages and download the final image to the folder on the computer and print a copy.
Assessment/Activities
By the end of class, students should turn in their final collage.
Closure/Wrap-up (e.g. pair-share, exit ticket, write in journal)
5 minutes:
Teachers will remind students that they will be presenting their collages next class and that each person in the group should talk about one of the sections on the graphic organizer and how their collage shows the information they found.
As an exit ticket, students will be asked to write down one thing about their country that they expect to be unique from the other groups’ countries.
Day 4
Grade: 7
Materials
Class notebooks
Post-it notes Technology:
Computer projector to show collages
Internet
pizap website (www.pizap.com)
Standard
MSCS7.A.14.c. Compare healthy eating plans from other cultures
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
Anticipatory Set
(Introduction to Lesson)
5 minutes:
The teacher will have arranged the classroom so the seats face the projector.
The teacher will explain the ground rules for presentations about being respectful.
Students will present what they found about their country using the online collage tool, PiZap.
Students will reflect on the differences between the food culture of other countries and the one they researched.
Guided Practice
35 minutes:
Each team will have a certain amount of time to present (depending on the number of groups). They should explain what they found about the food culture of their country, and what each of the images and words represent in their collage.
Students will be instructed to write down one fact about each country that is similar or different from their own. They should make notes of this while the other groups are presenting.
Assessment/Activities
Students will be graded on their final collage and their presentation.
Closure/Wrap-up (e.g. pair-share, exit ticket, write in journal)
10 minutes:
Each student will share one fact that was similar or different between the country they researched and another country presented.
4 50 minute class periods
This four day lesson will aim to have students learn what food culture is and to explore facts about food, health, and culture in a specific country. Students will be assigned to create a visual presentation of what they find using web based tools. The first day of the lesson will focus on what food culture is how culture can be displayed through what a family eats in a week. The remaining three classes will be dedicated to students working in groups to create and present a collage of images and facts about the food culture of another country. During the second class, students will research their country with their groups and complete a graphic organizer. The third class will be dedicated to compiling information in a collage using an online tool, and the last day will feature student presentations of their country collage.
All four days will incorporate a web based tool that can be used to create visual representations of information. The goal of incorporating such media into the lesson is aligned with the AASL Standard 3.1.4 to "Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess."
Students will be assessed based on their completion of assignments each day (drawing on their family food, graphic organizer, final slideshow, final presentation).
Day 1
Post-it notes
Technology:
Computer projector to show slideshow
imagechef website (http://www.imagechef.com/)
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
(Introduction to Lesson)
At the beginning of the class, the teacher should write the five vocabulary words on the board. The teacher will ask students to raise their hand and say what one of the words could mean in reference to food. The teacher will then write the definitions up on the board, and explain that these are words the class will focus on this week. The teacher will pass out 3 sticky notes to each students. The teacher will explain the slideshow that will be shown and instruct students to brainstorm words that are related to the vocabulary as they watch the slideshow.
(Smart, Measurable, Action-oriented, Realistic, Time-bound)
Students will be introduced to how concepts of food culture can be displayed in visual ways.
Students will identify aspects of their own food culture.
Students will be introduced to the following vocabulary associated with food culture:
The teacher will show the slideshow and ask students to write down words they think describes what they see in the pictures.
http://www.time.com/time/photogallery/0,29307,1626519,00.html
At the end of the slideshow, students will go to the front of the classroom and put their post it notes up on the board.
10 minutes:
The teacher will read out the different words on the board and then moderate discussion about what they saw in the slideshow pictures. Guiding discussion questions include:
- What word did you post on the board and why?
- What did the images show?
- How were the different images similar? Different?
- What was unusual or surprising to you in the pictures?
- What did you see in the pictures that shows culture of a group?
- Why might different people be insecure about their food?
- What can pictures teach us about culture and food?
Students should be encouraged to more words down during the discussion and add them to the board afterwards. As the discussion takes place, the teacher will type the words posted on the board. At the end of the discussion, the teacher will explain that over the next few classes, they will be creating visual representations of different food cultures, which will culminate in groups making posters about food culture in the U.S. and other countries.. The teacher will explain that today’s class will be focused on understanding what a food culture is and for students to recognize aspects of their own food culture.5 minutes:
The teacher will then bring up www.imagechef.com on a projector screen and show how to copy words into the site to create a wordcloud. The teacher will save the wordcloud image and explain that this is one way to show an idea visually. The teacher will also show an example of a final PiZap collage and tell students that they will be creating a product like this.
Example of wordcloud: http://cdn-img1.imagechef.com/w/121118/7379a74a1e081cb5.gif
10 minutes:
With paper and colored pencils, students draw a version of what their family eats in a week. They can add words, pictures, and descriptions to their drawing.
(e.g. pair-share, exit ticket, write in journal)
Day 2
Printer
Markers
Paper
Encyclopedias (backup)
Technology:
piZap website
imagechef website
Computers – 1 per student
Internet access
Computer projector
Printer
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
(Introduction to Lesson)
As students enter the room, they will be handed a slip of paper that has a country on it. The will sit in groups based on their country. Each group will have 3-5 students. Countries should span various continents and one country should be the U.S.
The teacher will explain that for the next few classes, students will be working in groups to create a collage of images and facts about their country. The teacher will explain that today's class will be focused on gathering facts about their countries on the internet.
The teacher will show an example of a collage:
Country Collage Example
(Smart, Measurable, Action-oriented, Realistic, Time-bound)
Students will be introduced to the following vocabulary associated with food trends in various countries:
The teacher should write the vocabulary words up on the board. The teacher will ask students to name different reasons why a group of people make not have a healthy lifestyle. This should draw on what they learned in previous lessons. The teacher should guide the discussion to talk about how income, lifestyle, and location can affect the types of foods people eat.
Graphic organizers will then be passed out and students will be instructed to break up who will complete which sections of the organizer in their group.
The teacher will point out that the graphic organizer will serve as a rubric for the presentations, and that group members should split up who will research and present each topic and how their collage represents what they found.
20 minutes:
Students should use the internet to locate information to complete their graphic organizers.
Students will be given websites to start their search on.
http://www.wfp.org/countries
http://cdn.wfp.org/hungermap/
http://www.fao.org/hunger/en/
http://www.nationalgeographic.com/
5 minutes:
Students will come back together as a group and discuss what they found.
Teachers will collect graphic organizers at the end of the class period.
(e.g. pair-share, exit ticket, write in journal)
Each group shares one fact they learned about their country’s food culture
Day 3
Printer
Markers
Paper
Magazines (backup)
Technology:
piZap website
imagechef website
Computers – 1 per student
Internet access
Computer projector
Printer
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
(Introduction to Lesson)
Teacher will explain that today, students will be creating the collages in PiZap to make a visual representation about their country.
The teacher will show an example of a finished collage showing how both words and images can be displayed.
(Smart, Measurable, Action-oriented, Realistic, Time-bound)
Students will use google search to find images that represent their food culture.
Students will create a visual representation of their food culture by using a web based collage tool.
Teacher will explain that students will be using google images to search today and give a brief demonstration of how to search for images and save them in a folder on the computer. The teacher will then give a brief demo of PiZap. The teacher will open PiZap on the projector screen and show students how to select “collage,” and how to select the template they want. The teacher will then show how to upload a picture and add text to the collage.
30 minutes:
Students will upload their images and add words. When they are finished, they should save their collages and download the final image to the folder on the computer and print a copy.
(e.g. pair-share, exit ticket, write in journal)
Teachers will remind students that they will be presenting their collages next class and that each person in the group should talk about one of the sections on the graphic organizer and how their collage shows the information they found.
As an exit ticket, students will be asked to write down one thing about their country that they expect to be unique from the other groups’ countries.
Day 4
Post-it notes
Technology:
Computer projector to show collages
Internet
pizap website (www.pizap.com)
AASL
2.3.1 - Connect understanding to the real world
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
3.2.3- Demonstrate teamwork by working productively with others
(Introduction to Lesson)
The teacher will have arranged the classroom so the seats face the projector.
The teacher will explain the ground rules for presentations about being respectful.
(Smart, Measurable, Action-oriented, Realistic, Time-bound)
Students will reflect on the differences between the food culture of other countries and the one they researched.
Each team will have a certain amount of time to present (depending on the number of groups). They should explain what they found about the food culture of their country, and what each of the images and words represent in their collage.
Students will be instructed to write down one fact about each country that is similar or different from their own. They should make notes of this while the other groups are presenting.
(e.g. pair-share, exit ticket, write in journal)
Each student will share one fact that was similar or different between the country they researched and another country presented.
Resources
http://learningtogive.org/lessons/unit358/lesson1.html
http://learningtogive.org/lessons/unit357/lesson2.html
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